Haptics-Based Apps for Middle School Students with Visual Impairments.
Identifieur interne : 000414 ( PubMed/Corpus ); précédent : 000413; suivant : 000415Haptics-Based Apps for Middle School Students with Visual Impairments.
Auteurs : Kristen Murphy ; Marjorie DarrahSource :
- IEEE transactions on haptics [ 2329-4051 ]
English descriptors
- KwdEn :
- MESH :
- methods : Computer-Assisted Instruction, Equipment Design.
- rehabilitation : Vision Disorders.
- Adolescent, Child, Computer Simulation, Feedback, Female, Humans, Learning, Male, Mobile Applications, Self-Help Devices, Students, User-Computer Interface.
Abstract
Twenty haptics-based computer applications (apps) have been created to utilize a low-cost, force feedback haptic device, the Novint Falcon, to provide students with tactile and kinesthetic sensations while learning about math and science. These low-cost apps, developed specifically for students with visual impairments (yet practical for all students), add to the accessible resources available for math and science. This article outlines the motivation, development, and testing of these PC-based applications that incorporate computer haptics, auditory cues, and high-contrast visuals. Included is a brief overview of two of the apps, one with science content and one with math content, in order to provide the reader with some insight into the student experience. The results of testing six of the apps in classroom settings show that the device and software are feasible for teachers to implement and significant learning gains can be achieved for students who use them. Student attitudes toward the apps were positive, implying that not only are the apps useful in the classroom, but engaging as well.
DOI: 10.1109/TOH.2015.2401832
PubMed: 25680216
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These low-cost apps, developed specifically for students with visual impairments (yet practical for all students), add to the accessible resources available for math and science. This article outlines the motivation, development, and testing of these PC-based applications that incorporate computer haptics, auditory cues, and high-contrast visuals. Included is a brief overview of two of the apps, one with science content and one with math content, in order to provide the reader with some insight into the student experience. The results of testing six of the apps in classroom settings show that the device and software are feasible for teachers to implement and significant learning gains can be achieved for students who use them. Student attitudes toward the apps were positive, implying that not only are the apps useful in the classroom, but engaging as well.</div></front></TEI><pubmed><MedlineCitation Owner="NLM" Status="MEDLINE"><PMID Version="1">25680216</PMID><DateCreated><Year>2015</Year><Month>09</Month><Day>23</Day></DateCreated><DateCompleted><Year>2016</Year><Month>05</Month><Day>20</Day></DateCompleted><Article PubModel="Print-Electronic"><Journal><ISSN IssnType="Electronic">2329-4051</ISSN><JournalIssue CitedMedium="Internet"><Volume>8</Volume><Issue>3</Issue><PubDate><MedlineDate>2015 Jul-Sep</MedlineDate></PubDate></JournalIssue><Title>IEEE transactions on haptics</Title><ISOAbbreviation>IEEE Trans Haptics</ISOAbbreviation></Journal><ArticleTitle>Haptics-Based Apps for Middle School Students with Visual Impairments.</ArticleTitle><Pagination><MedlinePgn>318-26</MedlinePgn></Pagination><ELocationID EIdType="doi" ValidYN="Y">10.1109/TOH.2015.2401832</ELocationID><Abstract><AbstractText>Twenty haptics-based computer applications (apps) have been created to utilize a low-cost, force feedback haptic device, the Novint Falcon, to provide students with tactile and kinesthetic sensations while learning about math and science. These low-cost apps, developed specifically for students with visual impairments (yet practical for all students), add to the accessible resources available for math and science. This article outlines the motivation, development, and testing of these PC-based applications that incorporate computer haptics, auditory cues, and high-contrast visuals. Included is a brief overview of two of the apps, one with science content and one with math content, in order to provide the reader with some insight into the student experience. The results of testing six of the apps in classroom settings show that the device and software are feasible for teachers to implement and significant learning gains can be achieved for students who use them. Student attitudes toward the apps were positive, implying that not only are the apps useful in the classroom, but engaging as well.</AbstractText></Abstract><AuthorList CompleteYN="Y"><Author ValidYN="Y"><LastName>Murphy</LastName><ForeName>Kristen</ForeName><Initials>K</Initials></Author><Author ValidYN="Y"><LastName>Darrah</LastName><ForeName>Marjorie</ForeName><Initials>M</Initials></Author></AuthorList><Language>eng</Language><PublicationTypeList><PublicationType UI="D016428">Journal Article</PublicationType><PublicationType UI="D013486">Research Support, U.S. Gov't, Non-P.H.S.</PublicationType></PublicationTypeList><ArticleDate DateType="Electronic"><Year>2015</Year><Month>02</Month><Day>09</Day></ArticleDate></Article><MedlineJournalInfo><Country>United States</Country><MedlineTA>IEEE Trans Haptics</MedlineTA><NlmUniqueID>101491191</NlmUniqueID><ISSNLinking>1939-1412</ISSNLinking></MedlineJournalInfo><CitationSubset>IM</CitationSubset><MeshHeadingList><MeshHeading><DescriptorName MajorTopicYN="N" UI="D000293">Adolescent</DescriptorName></MeshHeading><MeshHeading><DescriptorName MajorTopicYN="N" UI="D002648">Child</DescriptorName></MeshHeading><MeshHeading><DescriptorName MajorTopicYN="N" UI="D003198">Computer Simulation</DescriptorName></MeshHeading><MeshHeading><DescriptorName MajorTopicYN="N" UI="D003194">Computer-Assisted Instruction</DescriptorName><QualifierName MajorTopicYN="Y" UI="Q000379">methods</QualifierName></MeshHeading><MeshHeading><DescriptorName MajorTopicYN="N" UI="D004867">Equipment Design</DescriptorName><QualifierName MajorTopicYN="N" UI="Q000379">methods</QualifierName></MeshHeading><MeshHeading><DescriptorName MajorTopicYN="N" UI="D005246">Feedback</DescriptorName></MeshHeading><MeshHeading><DescriptorName MajorTopicYN="N" UI="D005260">Female</DescriptorName></MeshHeading><MeshHeading><DescriptorName MajorTopicYN="N" UI="D006801">Humans</DescriptorName></MeshHeading><MeshHeading><DescriptorName MajorTopicYN="Y" UI="D007858">Learning</DescriptorName></MeshHeading><MeshHeading><DescriptorName MajorTopicYN="N" UI="D008297">Male</DescriptorName></MeshHeading><MeshHeading><DescriptorName MajorTopicYN="Y" UI="D063731">Mobile Applications</DescriptorName></MeshHeading><MeshHeading><DescriptorName MajorTopicYN="Y" UI="D012656">Self-Help Devices</DescriptorName></MeshHeading><MeshHeading><DescriptorName MajorTopicYN="N" UI="D013334">Students</DescriptorName></MeshHeading><MeshHeading><DescriptorName MajorTopicYN="N" UI="D014584">User-Computer Interface</DescriptorName></MeshHeading><MeshHeading><DescriptorName MajorTopicYN="N" UI="D014786">Vision Disorders</DescriptorName><QualifierName MajorTopicYN="Y" UI="Q000534">rehabilitation</QualifierName></MeshHeading></MeshHeadingList></MedlineCitation><PubmedData><History><PubMedPubDate PubStatus="aheadofprint"><Year>2015</Year><Month>2</Month><Day>09</Day></PubMedPubDate><PubMedPubDate PubStatus="entrez"><Year>2015</Year><Month>2</Month><Day>14</Day><Hour>6</Hour><Minute>0</Minute></PubMedPubDate><PubMedPubDate PubStatus="pubmed"><Year>2015</Year><Month>2</Month><Day>14</Day><Hour>6</Hour><Minute>0</Minute></PubMedPubDate><PubMedPubDate PubStatus="medline"><Year>2016</Year><Month>5</Month><Day>21</Day><Hour>6</Hour><Minute>0</Minute></PubMedPubDate></History><PublicationStatus>ppublish</PublicationStatus><ArticleIdList><ArticleId IdType="doi">10.1109/TOH.2015.2401832</ArticleId><ArticleId IdType="pubmed">25680216</ArticleId></ArticleIdList></PubmedData></pubmed></record>Pour manipuler ce document sous Unix (Dilib)
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